Teaching and Learning > Publications & Resources > Study of Religion
iMuslims: Rewiring the House
of Islam
Written by Dr Gary Bunt, exploring the increasing impact of the Internet on
Muslims around the world, this book sheds new light on the nature of contemporary
Islamic discourse, identity, and community.
Studying Islam after 9-11: Reflections and Resources
Gary Bunt
Discourse Volume 1 Number 2
New considerations have emerged in relation to the study of Islam and world religions after the events of September 11 2001 (referred to here as '9-11'). These can appear to be footnotes in relation to the 'bigger picture', but could have a significant impact on approaches to the study of religion, and indeed to wider academic concerns.
Sacred Writings of East-Asian Religions in the Context of Comparative Cultural Studies
Alexander Dolin
Discourse Volume 5 Number 2
Sacred writings played a crucial role in the formation of the Asian civilisations, which were based predominantly not on oral tradition but on carefully recorded texts. The problem is that this required minimum, even if represented by general descriptions, digest-like adaptations and short excerpts of the texts in English translation or in original, proves to be extremely difficult for the understanding of an average Japanese student, both in the respect of language and in the respect of philosophic discourse.
Cassandra Farrin
Discourse Volume 9 Number 2
The Quality Assurance Assessment states, parenthetically, that 'a degree of 'culture shock' may be involved in study of the past, as well as the encounter with the beliefs, doctrines, and practices of contemporary others.' In this brief article, I would like to utilize my intercultural training and theoretical interests in religious studies to think creatively about this notion of 'culture shock' and offer up some preliminary questions about the opportunities and pitfalls of one popular model for intercultural sensitivity, Milton Bennett's Developmental Model for Intercultural Sensitivity, for us as educators in the field of religious studies. It is hoped that further pursuit of these questions might not only aid us pedagogically speaking but also contribute to ongoing conversations about the way(s) we conceptualize religion.
Catherine Robinson and Denise Cush
Discourse Volume 10 Number 1
This paper discusses a project to explore and enhance the use of experiential and fieldwork learning within Theology and Religious Studies at Bath Spa University and in partnership with colleagues from Newport and York St. John Universities.
Supporting Cultural and Religious Diversity
Emma Tomalin
Discourse Volume 4 Number 1
Interim report from the project by the Subject Centre for Philosophical and Religious Studies in conjunction with other parts of the Higher Education Academy (including other Subject Centres) to explore the implications of cultural and religious issues in higher education. For example, how does cultural and religious diversity impact upon teaching style, content, assessment and student support?
Rob Gleave
Discourse Volume 5 Number 1
This report describes the experiences of one lecturer in creating web-based exercises for theology and religious studies students.
Report on a Workshop on Teaching South Asian Religious Traditions
Jackie Suthren Hirst, Mary Searle-Chatterjee and Eleanor Nesbitt
Discourse Volume 1 Number 1
Report on Subject Centre Event held at the Centre for Applied South Asian Studies, University of Manchester, May 18th, 2001.
Catherine Robinson and Denise Cush
Discourse Volume 10 Number 2
Robinson and Cush argue for 'South Asian' religions being examined in their British context through fieldwork placement, as part of the UK religious landscape.
Report: 'Religious Studies-What's the Point?' Conference
Gary R. Bunt
Discourse Volume 3 Number 2
Report from the 'Religious Studies - What's the point?' conference, which was hosted by Lancaster University, and supported by PRS-LTSN. It attracted over 50 participants, from the United Kingdom, Europe, and the United States.
The Challenges of A-level RE: A View From the Trenches
Ian Jamison
Discourse Volume 8 Number 1
This paper on the challenges of teaching Religious Education at A-level, was first presented at the conference, 'Spoon-feeding vs. Critical Thinking' organised by the Subject Centre for PRS in July 2007.
New Lines of Flight? Negotiating Religions and Cultures in Gendered Educational Spaces
John I'Anson and Alison Jasper
Discourse Volume 5 Number 2
This paper is concerned with: (i) the kinds of firmaments that are constructed in religious studies: how certainty in regard to difference is produced and what the effects of this are; (ii) an ethical problematic of hospitality to difference: in which we inquire into what the implications of such hospitality might be as regards making sense of difference-whether this be characterised in cultural, religious or gender terms; and (iii) the effects of becoming open to difference: is it possible to characterise the performative dynamics of this openness? And, if so, what forms might these take?
Theology and/or Religious Studies? A Response from Graduate Students
Angela Quartermaine
Discourse Volume 7 Number 1
This articles discusses a project about the dynamic debate surrounding the academic study of theology and/or religious studies, to which graduates from ten universities have now contributed.
Helen James and Clive Erricker
Discourse Volume 8 Number 1
This paper is a report on the development of the curriculum of the International Baccalaureate in World Religions.
Staff Expectations and Student Experience
Paul Reid-Bowen and Catherine Robinson
Discourse Volume 8 Number 1
A case study of first year undergraduate curriculum planning and evaluation at Bath Spa University.
Sophie Gilliat-Ray
Discourse Volume 4 Number 2
A report on a course at Cardiff, where students were required to undertake a fieldwork project as a way of developing skills of conducting and presenting social scientific research with a view to the acquisition of skills that might be useful to them in future employment settings.
Simon Smith
Discourse Volume 6 Number 2
This is the transcript of an interview with Deirdre Burke.
Denise Cush
Discourse Volume 4 Number 2
This paper was originally given as a keynote speech sponsored by the PRS-LTSN at The Study of Religions: Mapping the Field, the 50th Anniversary conference of the British Association for the Study of Religions, Harris Manchester College, Oxford, September 2004.
Best of the Web: Internet Resources for Philosophy and TRS
Meriel Patrick
Discourse Volume 6 Number 2
This report offers a selection of internet resources for teachers of Philosophy and TRS.
Christopher Allen and Deirdre Burke
Discourse Volume 4 Number 2
This article discusses an initiative at the University of Wolverhampton to give students the chance to develop work in the area of 'religion and the professions' by exploring the potential for consultancy work on religious issues in the workplace.
Darlene Bird
Discourse Volume 5 Number 2
This is the transcript of an interview with Ursula King.
Purusa Sukta: Creating the Cosmos and Mapping the Methods
Emma Salter
Discourse Volume 10 Number 2
This paper examines how Purusa Sukta can be used to encourage students to develop an academic approach to their study of religion by explaining how the hymn can be interpreted to model different methodological approaches in religious studies.
The Relationship Between Pedagogical and Discipline-specific Research Methods: Critical Perspectives
Rebecca O'Loughlin
Discourse Volume 7 Number 2
This paper is adapted from the final report of a year-long Subject Centre for PRS project that conducted a full investigation into the current state of pedagogical research in theology and religious studies. It offers a review of the current situation, and suggests ways forward for pedagogical research within the disciplines.
Foundation Degrees for Ministerial Training: Their Potential and Challenges
Louise Redshaw
Discourse Volume 9 Number 1
This paper sets out to identify some of the potential and challenges in the development of Foundation Degrees for ministerial training. It draws on the experience of developing new Foundation Degree programmes from first principles, and re-configuring an existing certificate and diploma programme into a Foundation Degree.
Reusable Electronic Learning Objects for Theology and Religious Studies
Alison Le Cornu and Angie Pears
Discourse Volume 6 Number 2
This paper reports on a project to develop reusable electronic learning objects (RELOs).
What Buddhism is Not: Presenting Buddhism to Students in the Twenty first Century
David Webster
Discourse Volume 10 Number 2
Webster discusses the need to confound students' preconceptions of Buddhism.
Whither Theology and Religious Studies in Ireland and the UK?
Ann Loades
Discourse Volume 5 Number 2
This is the Presidential Address given at the final event of the joint conference of the Society for the Study of Theology and the Irish Theological Association, held at Trinity College, Dublin, in 2005.
'Origins' and 'Boundaries' in Teaching Religions of South Asian Origin
Amy Russell
Discourse Volume 10 Number 2
Introduction to the proceedings of the Subject Centre conference 'Teaching Religions of South Asian Origin.
Islam in Higher Education: University of Birmingham 29-30 January 2005
Gary Bunt
Discourse Volume 4 Number 2
The Islam in Higher Education conference was organised by the Higher Education Academy Subject Centre for Philosophical Studies, the Association of Muslim Social Scientists UK (AMSS) and the Centre for the Study of Islam and Christian-Muslim relations (CSIC), University of Birmingham.
Angela Quartermaine
Discourse Volume 10 Number 1
This article aims to investigate pupils' views of 'terrorism', to better understand how they define the phenomenon and to gauge their views on whether it should be taught in school settings, in particular within Religious Education (RE) lessons. A survey of 205 pupils from 7 Warwickshire schools was conducted alongside 10 semi-structured group discussions. The results showed that the pupils wanted to know more about terrorism, which they defined as an act of violence (either physical or mental) against civilians, motivated by religion and/or politics.
Successful e-Learning Applications: PRS Funded Projects Report
Danielle Lamb
Discourse Volume 6 Number 1
This report gives details of the projects funded by the latest tranche of Subject Centre funding.
Are There Any Unacceptable Points of View in the Seminar Room?
Hugh McCormack
Discourse Volume 9 Number 2
This was the winning essay in the PRS Student Essay Competition 2009.
Simon Smith and Julie Closs
Discourse Volume 6 Number 2
This report offers information about the PRS Subject Centre 'Faith Guides'.
Inter-faith Pedagogy for Muslims and Christians
Tom Greggs
Discourse Volume 9 Number 2
This article arises from aspects of research in the University of Chester's unique faith-sensitive provision for Yorth Work Training, drawing on the data acquired from the pilot and questionnaires. It seeks to set out some of the complexities and issues found in this pedagogical setting, arising from theoretical and empirical study; to outline one mode of engagement that has the potential to facilitate inter-faith pedagogy (that of scriptural reasoning); to discuss the application of this method to the higher education classroom; and to outline some of the findings of the pilot scheme with regards to this method of study.
Sean Johnston and Mhairi Harvey
Discourse Volume 1 Number 2
This article discusses recent experiences in the integrated teaching of Environmental Studies and Science Studies in a generalist curriculum at a new University campus in Scotland.
Mike Fearn and Leslie J. Francis
Discourse Volume 3 Number 2
Paper examining the expectations of actual and potential TRS students regarding teaching issues.
Change, Continuity and Opportunity
David Mossley
Discourse Volume 3 Number 2
Editorial for vol. 3 no. 2 of Discourse.
Using Role Play as a Way in to the History of Science
Charlotte Sleigh
Discourse Volume 3 Number 2
Drawing on role play literature, this paper discusses the aims and potential benefits of using role play as a way in to the history of science.
Test Based Teaching and Learning in Philosophy
Keith Crome and Mike Garfield
Discourse Volume 3 Number 2
This article addresses the role of text-based teaching and learning in philosophy.
Perceptions of Relevance and Conceptual Challenges of Studying Psychology among Theology Students
Olivera Petrovich
Discourse Volume 3 Number 2
Paper about the Psychology of Religion course offered to Theology students at Oxford University.
Sophie Gilliat-Ray
Discourse Volume 2 Number 2
Report from the University of Wales TRS conference.
Editorial for Vol. 2 no. 1 of the PRS-LTSN Journal.
David Mossley
Discourse Volume 2 Number 1
This is the editorial for issue 2.1 of the PRS-LTSN Journal.
Supporting Questioning in Theology and Religious Studies
Kate Crosby, Stephen Pattison and Andrew Skilton
Discourse Volume 2 Number 1
Report of project exploring student perceptions of the conflict between following a particular faith and studying Theology and Religious Studies (TRS).
Jane McLarty
Discourse Volume 1 Number 2
Advice for teachers of New Testament Greek.
Julia Collar
Discourse Volume 1 Number 2
In the light of Marcella Althaus-Reid's passionate assertion that all theology is sexual theology, in that subscribing to a religion also necessarily entails subscribing to a code of morality and ethics that govern the interaction of the body with society and the environment, the author asks, why are there so few modules that mention sexuality as more than a passing reference, let alone devote a whole course to it? Who speaks for the sexual?
Graeme Gooday
Discourse Volume 1 Number 2
Why should H.E. teachers concern themselves with how their students do or don't learn? Much has been said recently about the alleged merits and demerits of 'student-centred' learning, especially on the extent to which student autonomy in the learning process is beneficial to their long-term interests. This paper is a not a contribution to that debate. Rather it focuses on how teachers might uphold their conventional educational responsibilities but make their role more effective.
Editorial: Process and Development
Simon Smith
Discourse Volume 2 Number 2
Editorial for Vol. 2, no. 2 of the PRS-LTSN Journal.
John Sellars
Discourse Volume 2 Number 2
This article outlines a project concerned with pedagogical issues specific to the teaching of ancient philosophy.
Critical Thinking and International Postgraduate Students
Zoë Bennett Moore, Lucia Faltin and Melanie Wright
Discourse Volume 3 Number 1
This paper results from a PRS-LTSN funded research project, which examined the definition and place of critical thought in postgraduate programmes in Religious Studies and Theology.
David Mossley
Discourse Volume 3 Number 1
Editorial for Vol. 3, no. 1 of Discourse.
Julia Collar
Discourse Volume 2 Number 2
Report from the Third Colloquium on Learning and Teaching Support in Theology and Religious Studies.
Tonie L. Stolberg and Peter Fulljames
Discourse Volume 2 Number 2
This article looks at the conceptual frameworks utilised by undergraduate Theology students when studying science and religion.
Eleanor Jackson and Philip Henry
Discourse Volume 3 Number 1
How can oral presentations be best understood as an effective means of assessment in cases where there is no right or wrong answer?
Aru Narayanasamy and Melanie Jay Narayanasamy
Discourse Volume 9 Number 2
This educational game was developed in response to the concern in health care education that despite evidence about the importance of patients' spiritual needs, spiritual care education is impoverished (McSherry 2007; Narayanasamy 2006b). Although conventional teaching strategies including lectures and group sessions have been tried with varying degrees of success in teaching and learning spirituality, the sensitive nature of this subject appears to hinder academics and students' engagement with this topic due to fear of vulnerability and disclosure of personal beliefs and values. This educational board game is proposed as an alternative strategy for the teaching and learning of this complex but important subject.
On Written Dialogue as Form of Assessment
Marije Altorf
Discourse Volume 10 Number 1
This article discusses a project on the written dialogue as form of assessment, which has been sponsored by the Subject Centre for Philosophical and Religious Studies.
Gardner-Inspired Design of Teaching Materials:A Logical Illustration
Laurence Goldstein and Martin Gough
Discourse Volume 10 Number 1
This article discusses a Subject Centre-funded project, the general aim of which was to fundamentally re-think the design of teaching materials in the light of what is now known about cognitive deficits and in light of what Howard Gardner has termed 'multiple intelligences', and to construct more effective, more attractive teaching materials as a result.
Carys Moseley
Discourse Volume 10 Number 1
This paper criticises the case of Alasdair MacIntyre in the light of the relationship between theological disciplines and cryptography. Benedict XVI parallels MacIntyre in diagnosing the problem of 'diversity' in theological and religious knowledge as being rooted in a 'fall from grace' since the high middle ages, when the Papacy and the Latin Church governed western Europe.
Clare Saunders
Discourse Volume 10 Number 2
Clare Saunders talks about this edition and the future of the Subject Centre.
Anthony Reddie
Discourse Volume 10 Number 1
This paper demonstrates how the author's scholarship and teaching has sought to address the often inhibited and internalised colonisation of the mind that has bedevilled and continues to impact on Black people in postcolonial Britain.
James Garvey
Discourse Volume 10 Number 1
This article reports on a project looking at education for sustainable development (ESD) in philosophy and history and philosophy of science programmes.
The Future of Philosophical and Religious Studies
Clare Saunders
Discourse Volume 10 Number 1
Editorial for 10.1
Critical Friendships Among Beginning Philosophers
Brendan Larvor, John Lippitt and Kathryn Weston
Discourse Volume 10 Number 2
This article discusses the importance of academic friendships for undergraduate students, the barriers to their establishment, and how tutors can help.
James Sumner
Discourse Volume 10 Number 2
This paper focuses on teaching philosophy to science students, particularly source criticism and investigation, as applied both to primary and to secondary sources.
Teaching Atheism and Nonreligion: Challenges and Opportunities
Stephen Bullivant
Discourse Volume 10 Number 2
Report on a new module on athiesm and nonreligion at St Mary's University College, Twickenham.
Gwilym Beckerlegge
Discourse Volume 10 Number 2
A discussion on distance learning and teaching about religions of South Asian origin at the Open University.
Confusing the Issue: Field Visits as a Strategy for Deconstructing Religious Boundaries
Opinderjit Kaur Takhar and Stephen Jacobs
Discourse Volume 10 Number 2
Takhar and Jacobs discuss using field visits to places of worship to allow students to gain a greater understanding of the permeable boundaries between religions of South Asian origin.
Christian Triumphalism and the Hook-Nosed Elephant in the Corner
Dan Cohn-Sherbok
Discourse Volume 10 Number 1
This paper argues that departments of theology and religious studies should seek to free themselves from an attitude of Christian superiority, and that even if there are more courses dealing with Christianity on offer, space should be made for other faiths.
10 years of the Subject Centre
Clare Saunders
Discourse Volume 9 Number 2
Editorial of Discourse 9.2.
Employability in Philosophical and Religious Studies
Clare Saunders
Discourse Volume 4 Number 2
Editorial for Vol. 4, no. 2 of Discourse.
Louise J. Lawrence
Discourse Volume 5 Number 2
In recent years the methods and praxis of education within the UK have been variously scrutinised, assessed and transformed. The teaching profession is now familiar with understanding its role not primarily as a mediator of knowledge, but rather as a facilitator of active student-centred learning. We are trusted with the responsibility to educate people for 'engagement with the real world' (Kennedy 2005:3) and instil a belief in them of their power to effect change within their society. This article discusses these issues with particular reference to reading the bible.
David J. Mossley
Discourse Volume 4 Number 1
Editorial for Vol. 4, no. 1 of Discourse.
Using Theology and Religious Studies
Stephen Pattison
Discourse Volume 4 Number 2
This report describes the background and content of a course specifically designed for level three, final year students in religious and theological studies at Cardiff University. The course is designed to enable students to apply their intellectual, subject based and transferable skills beyond religious studies (RS) so they can explain the relevance of them to people outside RS in the wider world of employment and social life.
Christopher Rowland, Duna Sabri, Jonathan Wyatt, Francesca Stavrakopoulou, Sarita Cargas and Helenann Hartley
Discourse Volume 4 Number 2
Investigating the problem of students negotiating a course which enables them to explore the interface between their faith commitment and the academic study.
Teaching and Assessing Spirituality
Dominic Corrywright and Nick Swarbrick
Discourse Volume 9 Number 2
This paper is an examination of the ways in which Spirituality is taught in two programmes, Early Childhood Studies and Religion, Culture and Ethics, at Oxford Brookes University. It is also a study which provides indicative evidence of the varied contemporary approaches to the study of spirituality in UK Higher Education institutions. The focus of the paper is the teaching and assessment of students within these two different programmes. Both undergraduate programmes have modules that examine different ideas of spirituality, how it is practiced and understood within the academy and by practitioners in the field. Equally, both have discourse specific conceptions of the spiritual. Both employ innovative teaching to meet learning outcomes.
External Pressures on Teaching
George MacDonald Ross
Discourse Volume 1 Number 2
An article compiled from webpages on Quality Enhancement in PRS disciplines.
Curriculum Matters:Assessing a Method of Ministry for Chaplaincy
Ivor Moody
Discourse Volume 9 Number 2
In November 2008 a book was launched called Living and Learning: The Story of Chaplaincy on the Chelmsford Campus of Anglia Ruskin University. The impetus for the book though did not come because of the felt need to mark a significant historical occasion. It came from the fact that some years previously three of its authors, the full time Chaplain, an academic liaison librarian and a senior lecturer in the Built Environment, through two dissertations for MA's in Pastoral Theology and a Doctoral thesis respectively, were engaged on an academic, theological assessment of what it meant, from their different professional standpoints, to be members of a Chaplaincy serving a Higher Education institution. When the time came to present a coherent synthesis of all this thinking and writing, Living and Learning was born and we were joined in its production by a fourth participant in the Chaplaincy team, a member of the Academic Secretariat. Primarily the writing of this book was an academic exercise written by academic staff who themselves happened also to be members of the Chaplaincy team, who were seeking to present to the university a credible, relevant and respected piece of work that would have cross-curricula appeal and speak to students and staff, for whom the academic process is the lifeblood of the institution, about the mission and ministry of Chaplaincy and the impact of faith and belief on the university campus.
Developing Creativity in the TRS Curriculum
Richard Noake and Sue Yore
Discourse Volume 9 Number 2
This paper reports on a two year project funded through the Higher Education Academy Subject Centre for Philosophical and Religious Studies (PRS) and the Centre for Excellence in Teaching and Learning: Collaboration for Creativity (CETL: C4C) based at York St John University. The project aims were: to develop and enhance modules in Theology and Religious Studies which links subject study (teaching and learning) with the disciplines of creative writing, literature and the visual arts; and to also devise assessment modes which provide opportunities for students to submit 'creative assessments' in the form of creative writing and visual artefacts as, potentially, the sole means of assessment. Although separately conceived, the two projects were focussing on the same kinds of challenge and always intended to complement each other; this report deals with them as a connected whole. While the project has highlighted issues and challenges that emerge when giving students the opportunity to do something creative, we are increasingly convinced that the potential for making deeper and more insightful links between religious and theological ideas and personal and cultural domains makes it a worthwhile risk.
Spooky Spirituality: Exploring the Paranormal in HE
Mark Plater
Discourse Volume 9 Number 2
In this article I explore the place of paranormal phenomena in the life and experience of contemporary British society and ask why it is that our undergraduate religious studies courses so predictably avoid the topic. A draft module specification is offered as a possible approach to teaching the subject.
Spirituality in Healthcare, Social Work and Education
Paul Dearey
Discourse Volume 9 Number 2
My recent experience in teaching about spirituality comes from directing an MA programme delivered at the University of Hull. The MA arose after a number of years of activity among academics drawn from different faculties and departments in the University, specifically nursing, education, social work and the humanities. Members of the interdisciplinary group worked on a range of projects before eventually forming the Centre for Spirituality Studies. The Centre engages in research independently and with other similar research centres throughout the UK. One of the Centre's aims from its inception has been to provide postgraduate teaching about spirituality. The task of designing and delivering the MA in Spirituality Studies fell to me.
Mark J. Cartledge
Discourse Volume 4 Number 2
Reflections on the growth in the provision of Masters level programmes for those engaged in or preparing for Christian ministry.
Weaving Philosophy into the Fabric of Cultural Life
David Rose
Discourse Volume 9 Number 1
This article discusses a research programme supported by the Subject Centre for PRS, which explored whether the actual experience of undertaking an object-centred research programme in philosophy at Newcastle University fulfills its goals and whether its delivery could be improved.
Keith Crome, Rebecca Elleray, Nigel Hems and Jonathan Hunt
Discourse Volume 7 Number 2
This article discusses a project that aimed to determine the effectiveness of various pedagogic measures (introduced in Manchester Metropolitan University Philosophy Department) through a quantitative analysis of student performance in assessements.
Natasha Pyne
Discourse Volume 8 Number 1
A report commissioned in 2007 by the Subject Centre for Philosophy and Religious Studies to investigate some of the issues arising out of student transition to undergraduate studies with particular reference to progression from GCE Religious Studies (RS) to undergraduate Theology and Religious Studies (TRS).
Ethics, Enterprise and Employability
Simon Robinson, Paul Dowson and Alison Price
Discourse Volume 7 Number 2
This article explores the challenge provided by the three core areas of employability, enterprise and ethics within the existing Higher Education curriculum. It details the work undertaken by Leeds Metropolitan University, in partnership with two HEFCE Centres for Excellence in Teaching and Learning (CETL)-the IDEA CETL (hosted at University of Leeds) and the Leeds Met CETL Institute for Enterprise-as part of a funded project for the Subject Centre for Philosophical and Religious Studies.
Commodification of Body Parts,Tissues and Fluids
Sue Roff
Discourse Volume 7 Number 2
This article discusses a project (funded by the Subject Centre for Philosophical and Religious Studies) that explored the new religious, philosophical and applied ethics issues that arise out of the Human Tissue Acts in the UK.
Context Communication and Engagement
David Mossley
Discourse Volume 7 Number 1
The editorial of Volume 7, number 1.
Minding the Gap: Employing Formative Assessment Techniques
James Nelson
Discourse Volume 7 Number 1
This article discusses the use of formative assessment techniques to help students better bridge the gap between their experiences of learning at school and at university.
Meriel Patrick
Discourse Volume 8 Number 1
A report on a survey conducted by Intute: Arts and Humanities into the use of print and online resources among further and higher education students, along with recommendations as to how their accessing of Internet resources could be improved.
Interview with Stanley Hauerwas
Rebecca O'Loughlin
Discourse Volume 8 Number 1
Continuing our series of interviews with academics with a special interest in teaching issues, Rebecca O'Loughlin, Academic Co-ordinator for theology at the Subject Centre for Philosophical and Religious Studies, talked to Stanley Hauerwas about his theological background, the relationship between theology and religious studies, and the marginalisation of theology in the university. The interview was conducted in Sheffield on 29th May 2008.
AAPT and APA Conference: Report on Graduate Teaching Seminar
Duncan Watson
Discourse Volume 6 Number 1
This report outlines the experience of one postgraduate who attended the AAPT and APA Conference Graduate Teaching Seminar in the USA.
Editorial: Thinking, Believing and Sharing, and Introduction to the Journal by the Director.
David Mossley and George MacDonald Ross
Discourse Volume 1 Number 1
Editorial from the first edition of the PRS-LTSN Journal.
David Mossley
Discourse Volume 6 Number 1
This is a report of a workshop organised by UCL and the Unviersity of Leeds to explore the complex relationship between History and Philosophy of Science, to discover factors that are motivating change in that relationship and chart possible future collaboration in a more explicit way than has been done for some time.
Reflections on Collaborating with SEN Experts
Keith Crome
Discourse Volume 6 Number 1
This article gives the experience of one philosophy academic in working with a special educational needs specialist in order to develop and implement dedicated pedagogic strategies that would both enrich SEN students' educational experience and enhance their academic performance.
Progression and Independent Learning
David Mossley
Discourse Volume 8 Number 1
Editorial for Discourse volume 8 no.1.
Theological Foundations of Action Research for Learning and Teaching
Ralph Norman
Discourse Volume 8 Number 1
An interim report on using theology and action research to inform learning and teaching, curriculum design and assessment.
The Hind Report:Theological Education and Cross Sector Partnerships
Gary Wilton
Discourse Volume 7 Number 1
This article investigates whether 'the Church can enter into further, mutually beneficial, partnership with the HE sector by giving attention to the 'appropriateness of the...connections proposed' between Universities, Church Institutions of Higher Education and Church Training Institutions. To do so it deploys Kelsey's 'Athens' and 'Berlin' models of 'excellent' theological education to analyse the aims and approaches of theological education offered by the three different types of institution within the Church of England context.
Developing Researchers in the Arts and Humanities: Lessons From a Pilot Programme
Clare Saunders
Discourse Volume 7 Number 2
This paper describes the background to, and success of, the Subject Centre for Philosophical and Religious Studies Pilot Programme for supporting post-graduate research students in Theology, Religious Studies and Philosophy.
What do our Students Really Think?
Danielle Lamb and Clare Saunders
Discourse Volume 6 Number 2
This report outlines the activities at a student focus group, run by the PRS Subject Centre.
Teaching Practical Theology in Higher Education Conference: A Report
Gary Bunt
Discourse Volume 6 Number 2
This report outlines the papers given at the 'Teaching Practical Theology in Higher Education' conference.
The Higher Education Academy ESD Project
Stephan Sterling
Discourse Volume 6 Number 2
This report gives information about the HEA ESD project.
Why Shouldn't Philosophers Teach Medical Ethics?
Andrew Fisher
Discourse Volume 6 Number 2
In this article the author argues that, contra the view put forward by Christopher Cowley, medical ethics should be taught by philosophers because of the transferable skills they impart to medical students.
Undergraduate Philosophy and the Corruption of the Youth
Peter Rogers
Discourse Volume 6 Number 2
This articles looks at the accusation levelled at Socrates that philosophy correupts the youth, and what this means in today's undergraduate teaching.
Comparing Student Learning and Attitudes
Renee Smith and Linda Palm
Discourse Volume 6 Number 2
This article compared students in traditional and distance sections of PHIL 101: Introduction to Philosophy in terms of both objective learning outcomes and student attitudes in the form of students' anticipated and perceived learning and course satisfaction.
Feasibility of a Cross-Institutional Doctorate in Practical Theology
Zoe Bennett
Discourse Volume 6 Number 2
This report attempts to tell the history of the setting up and running of a cross-institutional Professional Doctorate in Practical Theology.
David Mossley
Discourse Volume 6 Number 2
The editorial for issue 6.2 of Discourse.
Creativity and Enjoyment in Philosophy Teaching: Lessons From Adult Education
Andrea Kenkmann
Discourse Volume 7 Number 2
This paper describes some of the differences of teaching in adult education and higher education. It is argued that higher education in general seems to be more reluctant to incorporate strategies of active learning and learner-centred approaches than further and adult education. However, as the latest literature of higher education theory demonstrates, there are increasingly attempts to change higher education into a more involved and creative learning environment.
Constantinos Athanasopoulos
Discourse Volume 7 Number 2
This paper addresses the issue of innovation in e-learning and, in particular, innovation in the form of adoption and use of mobile and wireless educational technologies in e-learning. As such, it is intended to inform and provide an impetus for engagement with the educational technologies described here to all academics interested in e-learning, as well as educational administrators and managers interested in the adoption of such educational technologies. More specifically it is directed to the academics teaching within the subject areas and disciplines supported by the Subject Centre for Philosophical and Religious Studies. As such, it adopts a more self-conscious theoretical (philosophical and educational) framework and engages critically with the relevant material.
David Mossley
Discourse Volume 7 Number 2
Continuing our series of interviews with academics with a special interest in teaching issues, David Mossley, Manager of the Subject Centre for Philosophical and Religious Studies, talks to Helen Beebee about her philosophical interests, the role of the British Philosophical Association and the challenges to the discipline in the current higher educational climate.
Portfolio, Partnership and Pedagogy
Martin Groves and Phillip Tovey
Discourse Volume 7 Number 1
This article reflects on the experience that a faith community (the Anglican Diocese of Oxford) and an institution of higher education (Oxford Brookes University) have of teaching practical theology over the last decade.
Hands-On Philosophy: Learners as Teachers
John Foster
Discourse Volume 7 Number 1
This article discusses a project that aimed to involve 2nd and 3rd year philosophy undergraduates as teaching assistants in the introduction of philosophy topics to school children, and to investigate the perceived benefits of this work for their own studies.
David Mossley
Discourse Volume 7 Number 1
This is the transcript of an interview with Prof Graeme Gooday.
Learning,Teaching and Assessment with Deaf Students
Wayne Morris
Discourse Volume 6 Number 1
This article outlines issues surrounding the learning, teaching and assesment of deaf students.
David Mossley
Discourse Volume 6 Number 1
This is the transcript of an interview with Professor Steven French.
Andy Cochrane and Clare Saunders
Discourse Volume 9 Number 1
This article describes an exploratory survey of 'PRS beyond boundaries' undertaken in order to discover more about such provision, and to gain a more complete picture of the true size, nature and diversity of PRS learning and teaching in higher education.
Brendan Larvor and John Lippitt
Discourse Volume 9 Number 1
This article discusses a project funded by the Subject Centre, which used focus groups to explore philosophy students' answers to six questions, including their reasons for going to university and their views of the purpose of higher education.
Tandem Learning and Interfaith Dialogue
Jon Gilbert and Christian Kaestner
Discourse Volume 9 Number 1
This article discusses the research and development of the interfaith tandem learning project at the University of Sheffield.
Rebecca O'Loughlin
Discourse Volume 9 Number 1
This article discusses the outcomes of a focus group run by the Subject Centre for students in PRS disciplines. They discussed a wide range of issues, including progression, motivations for study, approaches to learning, views of module design and assessment, and career aspirations.
An Educational Approach to Intercultural Teaching and Learning: Some Preliminary Reflections
Anthony G. Reddie
Discourse Volume 6 Number 1
This article discusses various issues surrounding Black Christian education.
The Vision of God and its Impact on the Educational Process
William S. Campbell
Discourse Volume 1 Number 1
In the educational process the authority and power of the teacher are crucial factors, so whatever religion one adheres to, the image of God is of fundamental importance for one's pedagogical approach.
Keith Crome, Ruth Farrar and Patrick O'Connor
Discourse Volume 9 Number 1
This article has its origin in a project sponsored by the Subject Centre for Philosophy and Religious Studies (PRS) in 2008 that set out to examine the experience of tutors and first year undergraduate students at Manchester Metropolitan University (MMU) with regard to autonomous learning.
The 14-19 Diploma in Humanities and Social Sciences
George MacDonald Ross
Discourse Volume 9 Number 1
This article sets out the pros and cons of the new 14-19 Diploma in Humanities and Social Sciences.
A Preliminary Study of Group Learning/Teaching in the Culture of Religious Studies
Rosemary Beckham
Discourse Volume 2 Number 2
Report on a project commissioned by the PRS-LTSN.
Posters and Oral Presentations in Undergraduate History of Science
Louise Jarvis and Joe Cain
Discourse Volume 2 Number 2
This paper is the second in a series on strategies for diversifying assessment within the practical constraints of operating BSc degree programmes. The first paper considered improvements to set essays and final examinations, as well as alternative projects within these general formats (Jarvis and Cain, 2002). The present paper focuses on posters and oral presentations. It also introduces assessment via role-playing projects.
Exploring Formation for Ministry in a Learning Church
Michael Delashmutt
Discourse Volume 9 Number 1
This article analyses changes in educational ideology and methodology within the South West Ministry Training Course (SWMTC) and, more broadly, the Church of England's Formation for Ministry within a Learning Church remit.
The Value of Studying Philosophy for PG Research Students in Nursing
Stephen Timmons, Alastair Morgan, Alison Edgley and Jennifer Park
Discourse Volume 9 Number 1
This article discusses a compulsory module for postgraduate students in the School of Nursing at Nottingham University, 'Philosophy of Social Science'.
Inclusion of Ethnic Minorities in Philosophy A-Level at an FE College
Sally Latham
Discourse Volume 9 Number 1
This article looks at issues of inclusion and diversity in philosophy A level.
Deirdre Burke
Discourse Volume 6 Number 2
This article discusses an initiative at the University of Wolverhampton to help support student transition to Higher Education.
Toward Teaching Black Theology Through Black Gospel Music in Britain
Dulcie Dixon McKenzie
Discourse Volume 8 Number 2
This article considers the notion of teaching Black theology through the tradition of Black gospel music that emerged in Britain.
Stephen Timmons
Discourse Volume 9 Number 1
Report on a Subject Centre funded project for the development of a module website for the 'Philosophy of Social Science' module for post-graduate students in the School of Nursing at the University of Nottingham.
The Seminar Transformed: Use of blogs to enhance face-to-face learning at different levels
Dr Sara Parvis, Dr Jessie Paterson and Dr Kirsteen Murray University of Edinburgh
Discourse Volume 8 Number 3
This paper looks at the use of blogs with students at various different levels within the Scottish university system.
Brian Mitchell
Discourse Volume 8 Number 2
An information article on JISC collections and PRS.
e-Learning in dialogue: Using e-learning to explore the local religious environment
Deirdre Burke, School of Humanities, University of Wolverhapmton
Discourse Volume 8 Number 3
This article looks at the underlying pedagogy for a 'dialogical' e-learning approach to the study of local religious communities.
Richard Andrews, Institute of Education, University of London
Discourse Volume 8 Number 3
This paper argues that the relationship between new technologies and learning is not causal, and is not that simple. Rather, the relationship is dialectical and reciprocal, with technologies and learning developing alongside each other.
Making it Safe to Think Differently About Sex in the Academy
Dee Amy-Chinn
Discourse Volume 6 Number 1
This article discusses a module entitled 'Culture, Gender and Sexuality', run at Oxford Brookes University.
Manifesto for Higher Education
Brendan Larvor
Discourse Volume 6 Number 1
This article discusses the way academics talk about teaching, and sets out to articulate seven thoughts the author considers to be largely absent from current discourse.
Constantinos Athanasopoulos
Discourse Volume 8 Number 3
Report on a survey conducted by the Subject Centre for PRS on the current state of e-learning in PRS disciplines, and its future development.
Diversity, openness and the moral necessity of dialogue
David Mossley
Discourse Volume 5 Number 2
This is the editorial for issue 5.2 of Discourse.
Making Connections: Some Initial Thoughts on Communication, Constructivism and Formative Assessment
Philip Tonner
Discourse Volume 8 Number 2
This paper suggests some ways in which a concern with communication as a central dimension in teaching connects to the constructivist paradigm of learning.
Supporting learning and teaching in difficult times
David Mossley
Discourse Volume 8 Number 2
This is the editorial for issue 8.2 of Discourse.
Theology and the Outcomes-Based Curriculum: the Value of 'Not Knowing'
Darlene Bird
Discourse Volume 5 Number 2
This paper argues that such a materialist and utilitarian understanding of higher education is deeply impoverished, and asserts that theological education, when it is at its best, has less to do with the acquisition of 'useful knowledge', and more to do with exposing students to the uncertainties and the unknowns of our world.
Stephen Timmons
Discourse Volume 8 Number 2
Report on a Subject Centre funded project for the development of a module website for the 'Philosophy of Social Science' module for post-graduate students in the School of Nursing at the University of Nottingham.
Natasha Pyne
Discourse Volume 8 Number 2
Continuing our series of interviews with academics with a special interest in teaching issues, Natasha Pyne talked to Anthony Reddie about his route into theology, the relationship between Black theology and mainstream theological study, and his use of innovative teaching methods. The interview was conducted in Birmingham on February 19th, 2009.
Why medical ethics should not be taught by Philosophers
Christopher Cowley
Discourse Volume 5 Number 1
This article argues that medical ethics should not be taught by philosophers.
Living the Religious Experience in Ancient Rome: Virtual Learning in the Real World
Dr. Steven J. Green, Department of Classics University of Leeds
Discourse Volume 8 Number 3
This paper discusses the use of wikis in a module on ancient Roman religion.
Teaching the Philosophy of Aquinas
Linda L. Farmer
Discourse Volume 5 Number 1
This article outlines the challenges one teacher has encountered, and the methods of addressing them that have worked with students, in making Aquinas' philosophy more accessible, more intelligible and, sometimes even, rather enjoyable to learn.
In the End, It Needed a Cunning Plan
Bernard Moss
Discourse Volume 9 Number 2
Social work education in the UK has been wary about spirituality, fearing that it might in some ways jeopardise the profession's hard-earned academic pedigree. In the USA by contrast, spirituality has been recognised as being an important dimension for social workers to take into account in their holistic practice. International recognition of its importance has led some UK social work academics and others to begin to explore this concept, and relate it to the UK context. This article describes how one social work programme has tackled the challenge, and offers a critique of its success.
Religious Commitment: a blessing or curse in the teaching of religion?
William Campbell
This article argues that religious commitment should be valued as a useful resource in teaching religion.
Responding to sexual stereotypes of fundamentalist and charismatic leaders in Religious Studies
Julia Collar
This report looks at the sexual sterotyping of fundamentalist religious leaders such as Osama Bin Laden.
Pedagogical Issues Deriving from ODL for Mature/Non-Traditional Students
Bill Campbell
This article looks at the pedagogical issues surrounding the use of open and distance learning for mature and non-traditional students.
Self-Employability in Theology and Religious Studies Project
Jan Sumner
This document outlines the results from an audit of how the issue of employability has been addressed within theology and religious studies departments in UK HEIs.
Religious Studies: What's the Point?
Gary Bunt
This report summarises discussions held at a conference on the comparative study of religion.
Widening Access to Theology and Religious Studies through the Application of Internet Resources
Gary Bunt
This article explores the advantages and disadvantages of students applying Internet resources in their TRS work, and considers whether the Internet is a means through which wider access to TRS can be facilitated through availability of a broader, cheaper and more comprehensive resource base.
Towards Equality and Diversity - Implementing the Employment and Race Directives
Julia Collar
This article reviews the implications for the teaching of religious studies in light of the European Community Employment and Race Directives of the EC Treaty.
One-Day Seminar on Teaching Across South Asian Religious Traditions
Gary Bunt
This report summarises proceedings at a seminar on teaching across South Asian religious traditions.
Development of Key Skills in Religious Studies
Deirdre Burke
This document describes the key skills developed by studying on a Religious Studies module.
Theology and Religious Studies Benchmark Statement
George Macdonald Ross
Summary and comment on the QAA Benchmark Statement for TRS.
QAA Subject Review of Theology & Religious Studies, 2000-01
Mary Hayward
Summary of 34 TRS subject review reports with focus on common themes.
Susan Illingworth
Summary and identification of ethical dimensions.
From Site Unseen to Experiential Learning: Religious Studies in the "Discover Chicago" Model
Simon Smith
A summary and review of a paper which examines David Kolb's theory of experiential learning and assesses its usefulness in developing 'immersion'-based religious studies courses .
Mary Hayward
Summary and comment on the QAA reports on assessment of TRS in Scottish Universities.
Starting to Teach Theology and Religious Studies Workshop
Mary Hayward
This report summarises discussion at a workshop on problems encountered by new teachers in TRS.
The Development of Key Skills in Religious Studies
Deirdre Burke
This article looks at the context and scope of key skills in the Religious Studies curriculum.
The Use of Fieldwork in an Undergraduate New Religious Movements Module
Simon Smith
This article discusses the use of fieldwork in an undergraduate module on new religious movements.
Gary Bunt
This article discusses issues associated with pedagogy and mental health, in particular, how the nature of the PRS subjects can potentially have a deep psychological impact on an individual.
Hugh Pyper
This article discusses issues that arise when teaching theology and religious studies to an increasingly diverse student body.
Recognising the changing face of Religious Studies at GCE AS & A Level
Mary Hayward
This report looks at the changing context in which Religious Studies is taught in secondary level education.
Tablula rasa or talented performer?
Mary Hayward
This article outlines the Key Skills Qualification, available from 2000, with reference to TRS students.
Widening Access to Sacred and Canonical Texts in Teaching of Religion, Philosophy and Culture
Deryn Guest
This report outlines issues raised at a workshop on widening access to sacred and canonical texts in teaching religion, philosophy and culture.
Socioeconomic disadvantage and PRS
Gary Bunt
A summary and review of Alasdair Forsyth and Andy Furlong's 'Socioeconomic disadvantage and access to higher education' which highlights issues in the research relevant to PRS educators .
Responding to Crisis: PRS after 9-11
Gary Bunt
This page provides links to resources on teaching Islam after 9-11.
Cultural and Religious Diversity
Danielle Lamb
Supporting Cultural and Religious Diversity
Simon Smith
This page provides background information on the Cultural and Religious Diversity project.
Susan Illingworth
This is a list of online case studies.
Simon Smith
This document gives information about the JISC-funded Open Educational Resources project.
Early Christianity On-line: e-text and e-learning in Theology Teaching [1]
Jonathan Wooding
Early Christianity On-line: e-text and e-learning in Theology Teaching [1].
Unseen worlds: placing children's spirituality on the map in Education Studies
Kate Adams
Susan Illingworth
Bibliographic information about useful texts in ethics.
Rebecca O'Loughlin
Interfaith dialogue as a way of facilitating spirituality in higher education
Christian Kaestner
Rebecca O'Loughlin
Rebecca O'Loughlin
Rebecca O'Loughlin
Beyond the Ordinary: Abstracts and Speaker Biographies
Abstracts and speaker biographies for Beyond the Ordinary (24.06.09)
Danielle Lamb
Links to other useful organisations and websites.
Danielle Lamb
The SC-PRS page for publications.
Danielle Lamb
The SC-PRS page of resources.
Bernard Moss
Rebecca O'Loughlin
Rebecca O'Loughlin
Rebecca O'Loughlin
Section 1 of report on a project investigating inquiry based learning in theology and religious studies
Rebecca O'Loughlin
Danielle Lamb
A report on the student focus group run by the SC in Leeds on the 29th-30th November 2007.
Dr Kirsteen Kim (Leeds Trinity University College)
An abstract for a session at the Courting Controversy conference.
Interfaith Teaching, Teaching Interfaith?
Rachel Muers, University of Leeds and Melanie Prideaux (University of Leeds)
An abstract for a session at the Courting Controversy conference.
Engaged religious studies and Israel/Palestine
Lynne Scholefield (St Mary's University College, Twickenham)
An abstract for a session at the Courting Controversy conference.
Carys Moseley (Edinburgh University)
Angela Quartermaine (University of Warwick)
An abstract for a session at the Courting Controversy conference.
Danielle Lamb
A database of high-achieving graduates in PRS and the Humanities, demonstrating the broad relevance of such degrees.
Why Study Theology and Religious Studies
Dr Amy M. Russell
An article written for prospective students of TRS subjects, giving an overview of what the disciplines entail, and what it is like to study them at university.
Sustainability in the Theology Curriculum
Katja Stuerzenhofecker, Rebecca O'Loughlin and Simon Smith
This is a chapter from the book 'Sustainability Education: Perspectives and Practice across Higher Education'.
Dr Catherine Robinson & Professor Denise Cush (Bath Spa University)
An abstract for a session at the Courting Controversy conference.
What is the good of your discipline? Sophie O'Mahony
Sophie O'Mahony
An entry to the 2010 PRS student essay competition by a student at the University of Edinburgh.
Psychology of Religion Case Study
Christopher Alan Lewis
Teaching the Psychology of Religion in a School of Psychology
Interview on Psychology of Religion Teaching outside TRS departments
Andrew Cochrane
An interview with Dr Nicholas Gibson on Psychology of Religion Teaching outside TRS departments.
What is the good of your discipline? Laura Solomons
Laura Solomons
An entry to the 2010 PRS student essay competition by a student at the University of Cambridge.
Danielle Lamb
A page listing the projects run by the SC-PRS.
Teaching South Asian Religious Traditions Workshop
Mary Hayward
This report summarises proceedings at a seminar on teaching across South Asian religious traditions.
Clare Saunders and Danielle Lamb
This article discusses the outcomes of a student focus group run by the Subject Centre in December 2006.
Teaching Islam after 9-11 Colloquium
Gary Bunt
This report summarises discussion at a workshop on teaching Islam after 9-11.
Gary Bunt
This article looks at the opportunities presented by video conferencing to Philosophy, Theology and Religious Studies academics.
The Vision of God and its Impact on the Educational Process
William Campbell
The Vision of God and its Impact on the Educational Process.
The Establishment in the UK of a Philosophical and Religious Studies Subject Centre
George Macdonald Ross
A paper, orginally presented to the 13th International Conference of the American Association of Philosophy Teachers, on the establishment of this Centre.
Bibliographical Resources for e-Learning in Philosophical and Religious Studies
Dr Constantinos Athanasopoulos
This document sets out various different resources available in the field of e-learning.
Gary Bunt
This article discusses how computer-mediated open and distance learning as a means to widen access.
Studying Islam after 9-11: Reflections and Resources
Gary Bunt
This article reflects on the nature and method of studying Islam in the aftermath of September 11 2001.
Learning and teaching Luke-Acts
Peter Doble
This report summarises the proceedings of a workshop on learning and teaching Luke-Acts, held at the University of Manchester.
Access to online version of the SC-PRS journal, Discourse.
Danielle Lamb
Danielle Lamb
Danielle Lamb
Corporate Social Responsibility: A Review of the Literature
Katy Wright
This literature review takes an in-depth look at the key articles, monographs and other resources in the area of Corporate Social Responsibility, and how the subjects of philosophy, theology and religious studies can contribute to the debate.
Centres for Excellence in Teaching and Learning (CETLs)
Clare Saunders
HEFCE invitation to bid for funds - summary and advice.
Danielle Lamb
Education for Sustainable Development
Danielle Lamb
Andrew Cochrane and Clare Saunders
This report outlines the results of the 'Beyond Boundaries' project, which looked at philosophical and religious studies being taught in non-PRS departments.
Danielle Lamb
George Macdonald Ross
Summary, comment and advice pertaining to benchmark statements.
Information on Quality and Standards in Higher Education (HEFCE 02/15)
George Macdonald Ross
Summary and comment on the report .
Teaching the Reading of Primary Texts - Discussion Points
Clare Saunders
A summary of discussion points from a workshop on teaching primary texts.
Wayne Morris
This article discusses a programme, 'Deaf People in Theology and Ministry', run at the University of Chester.
Subject Support to meet diverse student needs: Students as architects of their own learning
Deirdre Burke
This report discusses an initiative to encourage students to be effective agents for their own learning.
Rebecca O'Loughlin
A report on a project about inquiry-based learning in TRS.
MaryCatherine Burgess
Spirituality, learning and wisdom
Douglas Davies
Rebecca O'Loughlin
Mark Plater
Rebecca O'Loughlin
Strategies for Students to get more out of Field Visits: Faith Guides and iPods
Deirdre Burke
An abstract for a session at the Courting Controversy conference.
Christian Triumphalism and The Hook-nosed Elephant in the Corner
Dan Cohn-Sherbok (St Mary's University College, Twickenham)
An abstract for a session at the Courting Controversy conference.
What is the good of your discipline? Daniel Rey
Daniel Rey
An entry to the 2010 PRS student essay competition by a student at the University of Oxford.
Spirituality, Identity and Responsibility
Simon Robinson
Michael Alsford
This report outlines the ongoing issues around designing a website to support a theology degree.
Conjoined Twins Contextualised Scenario
Jan Wood-Harper
In 2000, the case of conjoined twins, Jodie and Mary, provoked a unique and widely publicised debate, involving not only the medical team and the parents, but also lawyers, religious leaders and ethicists, as to whether or not surgery to separate them should proceed. Complex legal and moral issues focussed on parental rights in relation to welfare of children, duties of medical professionals, the sanctity and value of human life, and the rights and interests of the twins.
Issues in Teaching the Holocaust
Bill Campbell
This article discusses issues surrounding teaching the holocaust, arguing that an interdisciplinary approach is key.
Teaching Black Theology: Event Report
Rebecca O'Loughlin
Event report for Teaching Black Theology.
Aneta Karageorgieva - 'The Cult of Knowledge'
George Macdonald Ross
This is a discussion of the legacy of Peter Beron, the Bulgarian educator.
CSR Case Study - The Fairtrade Foundation
Julie Gallimore
This case study is of an employee of the Fairtrade Foundation, and looks at how her values interact with those of her employer.
This page was originally on the website of The Subject Centre for Philosophical and Religious Studies. It was transfered here following the closure of the Subject Centre at the end of 2011.
